The Critical Mediating Role of Social Encouragement for Science Motivation and Confidence Among High School Girls and Boys1

By J. E. Stake. 2006

93 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Safety Research, Social Psychology

View Paper: https://www.semanticscholar.org/paper/3eb78b89bf994fb528727fa62e6fa15e3d0d84ba

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In Experimental and Cognitive Psychology

In Safety Research

In Social Psychology

Citations in the corpus

Who Aspires to a Science Career? A comparison of survey responses from primary and secondary school students (2015, unknown): “A key factor that has been identified in previous work by others (e.g. Aschbacher et al., 2010; Gilmartin et al., 2006; Stake, 2006) and ourselves (e.g. Archer et al., 2012) is the role of the family.”
Why Are Some STEM Fields More Gender Balanced Than Others? (2017, background): “Having peers who are supportive of students’ pursuit of science predicts interest (Leaper, Farkas, & Brown, 2012; Robnett & Leaper, 2013; Stake, 2006) and retention (Crosnoe, Riegle-Crumb, Field, Frank, & Muller, 2008; Espinosa, 2011; Stake & Nickens, 2005).”
Gender and the Choice of a Science Career: The Impact of Social Support and Possible Selves (2012, methodology): “The 5-item professor scale was adapted by Stake and Mares (2001) from the Science Teacher subscale (Simpson & Troost 1982) and assesses perceived support from science instructors (e.”
Young Children's Aspirations in Science: The unequivocal, the uncertain and the unthinkable (2013, background): “Conversely, teachers can inspire interest in science (Aschbacher et al., 2010; Stake, 2006).”
Motivational Pathways to STEM Career Choices: Using Expectancy-Value Perspective to Understand Individual and Gender Differences in STEM Fields. (2013, background): “For example, peer encouragement of science achievement is related to positive attitudes toward science among adolescents (Stake, 2006), and youth with peers who are supportive of science are more likely to imagine themselves as future scientists relative to those who do not have sciencesupportive pe”